Paper Title :Peer Driven Learning: Utilization of Capstone Courses in Higher Education to Foster Student Leadership and Ethical Development

Author :Kimberly J. Stoudt

Article Citation :Kimberly J. Stoudt , (2018 ) " Peer Driven Learning: Utilization of Capstone Courses in Higher Education to Foster Student Leadership and Ethical Development " , International Journal of Management and Applied Science (IJMAS) , pp. 56-57, Volume-4,Issue-8

Abstract : The value of adopting innovative instructional techniques that guide students to be independent, autonomous and collaborative learners in order to best prepare them for success in life-long learning within their professional careers is a universal expectation in higher education. Research suggests that how teachers understand or conceive of teaching informs their teaching approach, indicating that a learner centered conception of teaching is necessary for quality teaching and learning to occur. It is the contention of these presenters that the word “educate”, derived from the Latin: “e-dūcere” which means “to lead out” clearly compels the educator to not only “pour in” content and knowledge but to literally lead and draw the learner out: to excite and engage the learner actively in discovery and critical thinking, allowing for concrete active application of knowledge. This paper will describe a process of employing two different collaborative student centered learning strategies used in a capstone courses: team teaching and peer driven learning. Index Terms - Capstone Courses, Cooperative Learning, Peer Driven Learning, Team Teaching

Type : Research paper

Published : Volume-4,Issue-8

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